Achievement Levels
My classes consist of mainly average-performing students, although, generally speaking, 10-15% of my 6th graders are either remedial or gifted, the larger group being the former.
Socio-Economic Description
The majority of students in Stillwater fall into the middle class.A larger number could even be considered upper-middle class.A smaller number, probably close to 5-10% would be categorized as lower class.
Typical Demeanor of Students
My students are typical middle school students meaning their usual demeanor is high energy, talkative and usually not interested in the material.They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in.Grades are important to the majority of my students.
Typical Interest and Involvement of Students
They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in.Grades are important to the majority of my students.
Knowledge of Students’ Varied Approaches to Learning
Most of my students are visual learners as opposed to auditory learners.Since the majority do so well with hands-on projects and tend to get more excited about these assignments than any others, I would tend to classify them as kinetic learners.To include all these students, I try to vary instructions on a daily scale.
With OSU being a large part of Stillwater’s culture, education is highly valued by many Stillwater residents.Stillwater just broke the 50,000 mark for its population and is actually one of the fastest growing communities in Oklahoma.The middle school is the only one in Stillwater so every child in 6th and 7th grade walks its halls.Classroom sizes are fairly large (25-30) for our grade level.
Planning a rock-solid lesson is very important.Factors to take into account are student age (not over their head but not too simplistic), student demeanor (are they bored?Jazz it up!), and relevancy of the material (does it relate to their lives?).We made a lesson that would challenge them and allow for creativity.We didn’t want to give them too many borders or boundaries so they could think outside the box and get original.Also, we wanted them thinking about a “real-world” problem, not just some abstract concept.Therefore, we had them engineering a problem for a developing nation, dealing with limited natural resources, this being straight from today’s headlines since this is obviously a global problem.
If you can’t accurately assess what students learn, then you don’t know if you’re teaching them or just blowing hot air.Our pre- and post-tests are our formal assessment.Yet, the glogster poster is yet another assessment to determine if they’ve mastered the Language Arts objectives we set out to cover.The rubric is designed so I know if they really understand the material.By discussing the concepts informally with them though, I know whether the class as a whole is “getting it”. ObjectivesDocumentation & Resources www.glogster.com www.rubistar.4teachers.org www.googleearth.com www.wikipedia.org
Social Studies Standards
Standard 1: The student will develop and practice the process skills of social studies.
2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer based technologies.
3. Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons.
Standard 2: The student will use geographic representations to draw conclusions.
3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.
Standard 3: The student will analyze selected cultures which have affected our history.
2. Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions.
Standard 4: The student will compare and contrast political and economic systems.
1. Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies).
2. Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies).
TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after
Documentation & Resources
PRE-TEST
What do you think we use bridges for?
What civilization designed the technique of the Arch?
Name as many types of Bridges as you can? (6)
Where would someone build a bridge?
What is the most common type of bridge in Oklahoma?
Formative Assessment
To test the students knowledge of the materials just covered, I had them reflect on certain questions dealing with the assignment just preformed. Discussion based questions that helped the students reflect on what we just did and why we did the bridge assignment. I also had them journal on the assignment, telling them to write what they did, what they liked and disliked, and how well they thought their team worked together.
Post-Test
What do you think we use bridges for?
What civilization designed the technique of the Arch?
Name as many types of Bridges as you can? (6)
Where would someone build a bridge?
What is the most common type of bridge in Oklahoma?
Student Growth
I used a variety of things to measure students growth. - Pre and Post Test - Journal - Self Reflection
In my class, I didn’t need to use to many adaptations to meet the needs of the students. In my class I have a lot of IEP’s and students that are diagnosed with ADHD so my main adaptations were to give a little more time for them to complete their assignment. I also had to give a little more one on one instruction to some of the students that needed it. All in all it went really well.
I will use a variety of resources and technologies to teach the students about bridges. I have a powerpoint going over the history of bridges, types of bridges and what we use bridges for. I will also use Google Earth for the students to see prime locations for bridges and to view present day bridges. Toondoo.com is also a website that the students will use to create a political cartoon for their location and bridge design.
-Determine which materials are best to support the cars.
-Use materials available to construct a bridge that will not collapse.
-Use budgeting and math to purchase materials.
-Test the bridge to measure effectiveness of holding up various weights.
-Create a poster using www.glogster.com to persuade the nations that your prototype is the best for the contract.
-Collect and communicate data during presentation.
LCD Projector for display of Google Earth and PowerPoints. Various websites: www.glogster.com(for the creation of digital persuasive posters) www.toondoo.com(for the creation of political cartoons) www.wikipedia.com(for research)
Lesson Preparation:
Organize building materials for groups.
Prepare and organize the tape, string, and aluminum foil by cutting the materials into appropriate lengths.See Appendix A for dimensions.
Attach Corrugated Cardboard to a free standing base.See Below
Lesson Procedures:
Introduction 10 minutes
Quick Draw.Each student draws a picture of a bridge.The picture should be of whatever design comes to their mind first.
Present Class opener:Problem Bases Learning Scenario above
Body
15 minutes – Pass out the samples of each material and have student examine the content and discuss the design of their bridges.Brainstorm possible bridge designs using the Quick Draw from above as a reference.Propose and sketch a bridge design for prototype.
10 minutes – Choose and purchase building materials.Keep track of all purchases using Bridging Nations Cost Sheet (Appendix A).
1 hour – Construct bridge prototype.
30 minutes – Students test their bridge prototype using Matchbox cars and pennies.Students collect data during multiple trials.Students will place a mass on their bridge to measure the strength.Students will continue to add mass in increments to determine the maximum mass their bridge will hold before becoming structurally unsound. Students will also measure the stress inflicted on bridge by recording the number of millimeters the bridge sinks with each load. Students will mark the Corrugated Cardboard at the height of the bottom of the bridge.They will continue to mark the Cardboard as the masses are added to the bridge. After tests are complete the students will measure and record the marks on the cardboard to determine how much stress was put on the bridge.
1 hour – Retest and redesign at least one time based on your initial data findings.
Conclusion
Reflect and journal using questions from Appendix B or PowerPoint.
Students will create a poster using www.glogster.com to persuade the nations that their design is the strongest and most cost effective solution to their problem.
Students will present their poster as their final assessment.
I also want my classroom to be a warehouse of fun. Because of this I always try to make my lessons interactive, varied, and enjoyable. Obviously I want my kids to learn and to grow. They need to have fun in this process because if they are not having fun in the activity, then the optimal learning will not take place. Knowing what engages students in the 6th grade is very important. You need to select activities that will engage and motivate the student to learn. Knowing how your class runs and works will definitely help.
For the most part the student’s bridges were a success. Only 2 bridges did not make over 400 grams. All other bridges made at least 400 grams. 4 bridges held weight of at least 1600 grams. The students then took their results from their tests and graphed it using a computer program.
In my class, after the project, the students had to write some reflection questions. I noticed for the most part the students really grasped the concept and like the project very much. I think the biggest and most difficult part for the students was working in groups. For the most part I think the kid’s handled it well. But some students have never really work in a true group setting so they had to adjust their behavior or learn how to compromise. I think the learning level for most students were very high. Their bridges were very strong and some were weak, but in their reflection questions, they knew what they would do differently to fix or alter their bridge.
The evidence of student learning is shown in their reflection pre and post test, reflection questions and construction of their bridges.
TWS Standard In my class, I made sure I had everything set up ready to go. I had all of the materials out and prepared that way when the students come up to you, you have everything ready. My assessment I had a weight chart, balance book, graph and reflection questions. All seem to have worked well. In the future I would like to spend a little more time on the history part of bridges and more time on some of the important things in our scenario. The students really seamed to like the competition or getting the contract for the bridge. I would spend more time on how they should balance their checkbook and money so that aspect will go more smoothly next time. I think that the professional development was a good introduction on how to teach this way. I think we benefited as a team to be at the Development and to work with some other modules. I think student learning was at a high. I think it could be even better next time we do this and I think we can get the students more involved the second time around just by spending more time on what I expect from them, on participation that is.
Reflection of Teaching and Learning Documentation & Resources
The resources that I used were Google earth and a power point presentation. I did use a you tube video dealing with the Tacoma Narrows bridge collapse in 1940. I students really like the video plus it showed that engineering is not a perfect science and you won’t get it right the first time all the time. http://www.youtube.com/results?search_query=tacoma+narrows+bridge&search_type=&aq=0&oq=tacoma+
TEACHER WORK SAMPLE
By Rebekah Reece
Contextual Information
Age-Range 11-13 Achievement Levels My classes consist of mainly average-performing students, although, generally speaking, 10-15% of my 6th graders are either remedial or gifted, the larger group being the former. Socio-Economic Description The majority of students in Stillwater fall into the middle class.A larger number could even be considered upper-middle class.A smaller number, probably close to 5-10% would be categorized as lower class. Typical Demeanor of Students My students are typical middle school students meaning their usual demeanor is high energy, talkative and usually not interested in the material.They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in.Grades are important to the majority of my students. Typical Interest and Involvement of Students They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in.Grades are important to the majority of my students.
Knowledge of Students’ Varied Approaches to Learning
Most of my students are visual learners as opposed to auditory learners.Since the majority do so well with hands-on projects and tend to get more excited about these assignments than any others, I would tend to classify them as kinetic learners.To include all these students, I try to vary instructions on a daily scale.
With OSU being a large part of Stillwater’s culture, education is highly valued by many Stillwater residents.Stillwater just broke the 50,000 mark for its population and is actually one of the fastest growing communities in Oklahoma.The middle school is the only one in Stillwater so every child in 6th and 7th grade walks its halls.Classroom sizes are fairly large (25-30) for our grade level.
Factors to take into account are student age (not over their head but not too simplistic), student demeanor, and relevancy of the material (does it relate to their lives?).We made a lesson that would challenge them and allow for creativity.We didn’t want to give them too many borders or boundaries so they could think outside the box and get original.Also, we wanted them thinking about a “real-world” problem, not just some abstract concept.Therefore, we had them engineering a problem for a developing nation, dealing with limited natural resources, this being straight from today’s headlines since this is obviously a global problem. If you can’t accurately assess what students learn, then you don’t know if you’re teaching them or just blowing hot air.Our pre- and post-tests are our formal assessment.Yet, the Glogster poster is yet another assessment to determine if they’ve mastered the Language Arts objectives we set out to cover.The rubric is designed so I know if they really understand the material.By discussing the concepts informally with them though, I know whether the class as a whole is “getting it”. ObjectivesDocumentation & Resources www.glogster.com www.rubistar.4teachers.org www.googleearth.com www.wikipedia.org http://nces.ed.gov/nceskids/CreateAGraph/default.aspx
Math Process: Standard 1: Problem Solving
Formulate problems from situations within and outside of mathematics and generalize solutions and strategies to new problem situations.
Apply a variety of strategies to solve problems, with emphasis on multistep and nonroutine problems.
Use oral, written, concrete, pictorial, graphical, and/or algebraic methods to model mathematical situations.
Standard 2:Communication
Reflect on and justify reasoning in mathematical problem solving
Select and use appropriate terminology when discussing mathematical concepts and ideas.
Content: Standard 5: Data Analysis and Statistics
Collect, organize, and interpret data to solve problems
Construct and interpret graphs of statistical data
Social Studies Standards Standard 1: The student will develop and practice the process skills of social studies. 2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer based technologies. 3. Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons. Standard 2: The student will use geographic representations to draw conclusions. 3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes. Standard 3: The student will analyze selected cultures which have affected our history. 2. Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions. Standard 4: The student will compare and contrast political and economic systems. 1. Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies). 2. Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies). Assessment Plan
Documentation & Resources PRE-TEST
What is data?
What are some different ways in which we can organize data?
What types of data have you used in the past?
What is an average?
5.What are some different types of averages you have used? Formative Assessment As I do with all my assignments, I am continually assessing the students’ efforts, their progress and if they’re learning it or not.I do this by observing, asking questions and having them reflect through journaling and reflecting.I ask the students how solving the problem of the bridge went, what happened and whether they had fun or not.Then, I started asking them about aspects of Language Arts, such as questions loosely based on the pre-test questions.I quickly realized that we needed to spend a little more time discussing the concepts covered in our module. Post-Test
What is data?
What are some different ways in which we can organize data?
What types of data have you used in the past?
What is an average?
5.What are some different types of averages you have used? Student Growth I will use the graph that my students produce from http://nces.ed.gov/nceskids/CreateAGraph/default.aspx to asses their growth. My biggest need for adaptations concerns ADHD tendencies in multiple students.To combat this condition, I made the discussions lively, involving as many students as possible.Also, using technology likehttp://nces.ed.gov/nceskids/CreateAGraph/default.aspxallows the kids to use their technology skill.Several of my students are on IEP’s seem to be more successful with using the websites graph generator than they would be using paper and pencil.
Instruction: Rather than just standing in front of my room and lecturing the students, I ask them questions to find out what they know.Then we discussed possible answers to questions like the ones in the pre-test.We also talked about what we knew about bridges, experiences with bridges we’d had and then I told my awesome bridge joke.(just kidding) Resources: To research bridge design and history, we used www.wikipedia.org to read about the BrooklynBridge.Since they learned about the early history and all the different designs in social studies class, we focused on a famous specific American bridge.We discussed the difference between fiction vs. non-fiction and reading for information. Activities: Pre-test, post-test, computer generated graphing, discussion Assignments: The students created a graph usinghttp://nces.ed.gov/nceskids/CreateAGraph/default.aspx.I gave them several days to work on it and graded it based completion and accuracy.After completion, they presented their date on a poster to the class.
-Determine which materials are best to support the cars. -Use materials available to construct a bridge that will not collapse. -Use budgeting and math to purchase materials. -Test the bridge to measure effectiveness of holding up various weights. -Create a graph using http://nces.ed.gov/nceskids/CreateAGraph/default.aspx to persuade the nations that your prototype is the best for the contract. -Collect and communicate data during presentation.
Prepare and organize the tape, string, and aluminum foil by cutting the materials into appropriate lengths.See Appendix A for dimensions.
Attach Corrugated Cardboard to a free standing base.See Below
Lesson Procedures: Introduction 10 minutes
Quick Draw.Each student draws a picture of a bridge.The picture should be of whatever design comes to their mind first.
Present Class opener:Problem Bases Learning Scenario above
Body
15 minutes – Pass out the samples of each material and have student examine the content and discuss the design of their bridges.Brainstorm possible bridge designs using the Quick Draw from above as a reference.Propose and sketch a bridge design for prototype.
10 minutes – Choose and purchase building materials.Keep track of all purchases using Bridging Nations Cost Sheet (Appendix A).
1 hour – Construct bridge prototype.
30 minutes – Students test their bridge prototype using Matchbox cars and pennies.Students collect data during multiple trials.Students will place a mass on their bridge to measure the strength.Students will continue to add mass in increments to determine the maximum mass their bridge will hold before becoming structurally unsound. Students will also measure the stress inflicted on bridge by recording the number of millimeters the bridge sinks with each load. Students will mark the Corrugated Cardboard at the height of the bottom of the bridge.They will continue to mark the Cardboard as the masses are added to the bridge. After tests are complete the students will measure and record the marks on the cardboard to determine how much stress was put on the bridge.
1 hour – Retest and redesign at least one time based on your initial data findings.
Conclusion
Reflect and journal using questions from Appendix B or PowerPoint.
Students will present their poster as their final assessment.
I always want my classroom to be a warehouse of fun and learning.Because of this, I always try to make my lessons interactive, varied and enjoyable.Obviously, my bottom line is student growth, but if they can have fun while learning, I feel I’ve done my job well.Knowing that 6th grade is a critical year in losing student interest, the bridge problem will actively engage them.Using technology to create assignments will prepare them for a future world and keep them hooked.Using the computer to research also reflects the future of finding information.Discussions rather than straight instruction engage the students and keep them from getting bored. Documentation & Resources www.glogster.com www.rubistar.4teachers.org www.googleearth.com www.wikipedia.org http://nces.ed.gov/nceskids/CreateAGraph/default.aspx
First of all, we had to make some modifications from the original plan due to red tape within the district.The students were supposed to be using technology with the above-listed websites.We did use Rubistar to create a custom rubric so the kids would know exactly what to expect before completing the assignment.Yet, our computer filters would not allow the students to use Glogster for creation of their persuasive posters.So, we went 19th century again by using paper, markers and the chalkboard.I had most of my students create persuasive posters on the board (easy to display, fun to use although messy and good in a pinch since the computers were useless) Nearly all of the students managed to use the graphing website with some success. Areas that were assessed were entering the data in the correct order, determining the range of the data, and using appropriate units.Each person from every group did a graph to be used in the poster presentation.Overall, the students enjoyed using the graphing website and will probably use it in the future.
The students worked well together.Unfortunately I only saw them complete the individual task of graphing, but they all can contribute in their own way to group as a whole.Everyone was involved in the use of the computer and it was easier to assess them as individuals.
The students were already somewhat familiar with a coordinate grid.However, they had not applied the learning to a set of data they themselves had created.I think that graphing the data had a huge impact on the visuals of how well there bridge had done.When I did the post assessment with the kids about 80% answered correctly.I had to prompt a few kids that might have had a hard time with the language of the questions.
The lesson that we constructed over the summer was a hit.The students enjoyed a more hands on lesson.I wish that I had been able to participate in every part of our lesson.I felt like I did not understand what outcomes my fellow team members wanted.I also didn’t know if I was sending the kids on with enough information for them to do the last part of the project.I think if we had been able to rearrange our schedule it might of worked better.I believe that team teaching is an enriching experience for the kids.I hope in the future we will be able to truly team teach. I would like to be able to teach in the same room as my team mates.I think the kids would love to see how we bounce ideas off on another.I think they would also benefit from seeing how interrelated all of our subjects are. I feel like I could always use more professional development.It is nice to meet with other schools and hear what new and exciting things they are doing.I also like the benefit of having the University so close.The enrichment that the professor and students offer use is refreshing. My students enjoyed every aspect of the Bridging Nations project.I believe that if you make a project relevant and fun your students tend to learn more.I also believe that the best way to interpret what a child learned is through direct conversation.A child often can express their knowledge through direct conversation rather than a paper pencil test.Using presentations helps to bridge that gap.I believe that our students were able to really express their knowledge with the type of project we did.
�650� Rebekah Reece TWS.doc
TEACHER WORK SAMPLE
Contextual Information (Trenton Murner- SMS)
Age-Range11-13
Achievement Levels
My classes consist of mainly average-performing students, although, generally speaking, 10-15% of my 6th graders are either remedial or gifted, the larger group being the former.
Socio-Economic Description
The majority of students in Stillwater fall into the middle class. A larger number could even be considered upper-middle class. A smaller number, probably close to 5-10% would be categorized as lower class.
Typical Demeanor of Students
My students are typical middle school students meaning their usual demeanor is high energy, talkative and usually not interested in the material. They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in. Grades are important to the majority of my students.
Typical Interest and Involvement of Students
They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in. Grades are important to the majority of my students.
Knowledge of Students’ Varied Approaches to Learning
Most of my students are visual learners as opposed to auditory learners. Since the majority do so well with hands-on projects and tend to get more excited about these assignments than any others, I would tend to classify them as kinetic learners. To include all these students, I try to vary instructions on a daily scale.
With OSU being a large part of Stillwater’s culture, education is highly valued by many Stillwater residents. Stillwater just broke the 50,000 mark for its population and is actually one of the fastest growing communities in Oklahoma. The middle school is the only one in Stillwater so every child in 6th and 7th grade walks its halls. Classroom sizes are fairly large (25-30) for our grade level.
Planning a rock-solid lesson is very important. Factors to take into account are student age (not over their head but not too simplistic), student demeanor (are they bored? Jazz it up!), and relevancy of the material (does it relate to their lives?). We made a lesson that would challenge them and allow for creativity. We didn’t want to give them too many borders or boundaries so they could think outside the box and get original. Also, we wanted them thinking about a “real-world” problem, not just some abstract concept. Therefore, we had them engineering a problem for a developing nation, dealing with limited natural resources, this being straight from today’s headlines since this is obviously a global problem.If you can’t accurately assess what students learn, then you don’t know if you’re teaching them or just blowing hot air. Our pre- and post-tests are our formal assessment. Yet, the glogster poster is yet another assessment to determine if they’ve mastered the Language Arts objectives we set out to cover. The rubric is designed so I know if they really understand the material. By discussing the concepts informally with them though, I know whether the class as a whole is “getting it”.
Objectives Documentation & Resources
www.glogster.com
www.rubistar.4teachers.org
www.googleearth.com
www.wikipedia.org
Social Studies Standards
Standard 1: The student will develop and practice the process skills of social studies.
2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer based technologies.
3. Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons.
Standard 2: The student will use geographic representations to draw conclusions.
3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.
Standard 3: The student will analyze selected cultures which have affected our history.
2. Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions.
Standard 4: The student will compare and contrast political and economic systems.
1. Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies).
2. Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies).
TWS StandardThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after
Documentation & Resources
PRE-TEST
Formative Assessment
To test the students knowledge of the materials just covered, I had them reflect on certain questions dealing with the assignment just preformed. Discussion based questions that helped the students reflect on what we just did and why we did the bridge assignment. I also had them journal on the assignment, telling them to write what they did, what they liked and disliked, and how well they thought their team worked together.
Post-Test
Student Growth
I used a variety of things to measure students growth.
- Pre and Post Test
- Journal
- Self Reflection
In my class, I didn’t need to use to many adaptations to meet the needs of the students. In my class I have a lot of IEP’s and students that are diagnosed with ADHD so my main adaptations were to give a little more time for them to complete their assignment. I also had to give a little more one on one instruction to some of the students that needed it. All in all it went really well.
I will use a variety of resources and technologies to teach the students about bridges. I have a powerpoint going over the history of bridges, types of bridges and what we use bridges for. I will also use Google Earth for the students to see prime locations for bridges and to view present day bridges. Toondoo.com is also a website that the students will use to create a political cartoon for their location and bridge design.
-Determine which materials are best to support the cars.-Use materials available to construct a bridge that will not collapse.
-Use budgeting and math to purchase materials.
-Test the bridge to measure effectiveness of holding up various weights.
-Create a poster using www.glogster.com to persuade the nations that your prototype is the best for the contract.
-Collect and communicate data during presentation.
LCD Projector for display of Google Earth and PowerPoints.Various websites:
www.glogster.com (for the creation of digital persuasive posters)
www.toondoo.com (for the creation of political cartoons)
www.wikipedia.com (for research)
Lesson Preparation:Lesson Procedures:
Introduction 10 minutes
Body
Conclusion
I also want my classroom to be a warehouse of fun. Because of this I always try to make my lessons interactive, varied, and enjoyable. Obviously I want my kids to learn and to grow. They need to have fun in this process because if they are not having fun in the activity, then the optimal learning will not take place. Knowing what engages students in the 6th grade is very important. You need to select activities that will engage and motivate the student to learn. Knowing how your class runs and works will definitely help.Documentation & Resources
www.glogster.com (for the creation of digital persuasive posters)
www.toondoo.com (for the creation of political cartoons)
www.wikipedia.com (for research)
For the most part the student’s bridges were a success. Only 2 bridges did not make over 400 grams. All other bridges made at least 400 grams. 4 bridges held weight of at least 1600 grams. The students then took their results from their tests and graphed it using a computer program.
In my class, after the project, the students had to write some reflection questions. I noticed for the most part the students really grasped the concept and like the project very much. I think the biggest and most difficult part for the students was working in groups. For the most part I think the kid’s handled it well. But some students have never really work in a true group setting so they had to adjust their behavior or learn how to compromise. I think the learning level for most students were very high. Their bridges were very strong and some were weak, but in their reflection questions, they knew what they would do differently to fix or alter their bridge.The evidence of student learning is shown in their reflection pre and post test, reflection questions and construction of their bridges.
TWS Standard
In my class, I made sure I had everything set up ready to go. I had all of the materials out and prepared that way when the students come up to you, you have everything ready. My assessment I had a weight chart, balance book, graph and reflection questions. All seem to have worked well.
In the future I would like to spend a little more time on the history part of bridges and more time on some of the important things in our scenario. The students really seamed to like the competition or getting the contract for the bridge. I would spend more time on how they should balance their checkbook and money so that aspect will go more smoothly next time.
I think that the professional development was a good introduction on how to teach this way. I think we benefited as a team to be at the Development and to work with some other modules.
I think student learning was at a high. I think it could be even better next time we do this and I think we can get the students more involved the second time around just by spending more time on what I expect from them, on participation that is.
Reflection of Teaching and Learning Documentation & Resources
The resources that I used were Google earth and a power point presentation. I did use a you tube video dealing with the Tacoma Narrows bridge collapse in 1940. I students really like the video plus it showed that engineering is not a perfect science and you won’t get it right the first time all the time.http://www.youtube.com/results?search_query=tacoma+narrows+bridge&search_type=&aq=0&oq=tacoma+
TEACHER WORK SAMPLE
By Rebekah ReeceContextual Information
Age-Range11-13
Achievement Levels
My classes consist of mainly average-performing students, although, generally speaking, 10-15% of my 6th graders are either remedial or gifted, the larger group being the former.
Socio-Economic Description
The majority of students in Stillwater fall into the middle class. A larger number could even be considered upper-middle class. A smaller number, probably close to 5-10% would be categorized as lower class.
Typical Demeanor of Students
My students are typical middle school students meaning their usual demeanor is high energy, talkative and usually not interested in the material. They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in. Grades are important to the majority of my students.
Typical Interest and Involvement of Students
They’re a lot of fun and almost always willing to try new things and throw themselves into lessons they get interested in. Grades are important to the majority of my students.
Knowledge of Students’ Varied Approaches to Learning
Most of my students are visual learners as opposed to auditory learners. Since the majority do so well with hands-on projects and tend to get more excited about these assignments than any others, I would tend to classify them as kinetic learners. To include all these students, I try to vary instructions on a daily scale.
With OSU being a large part of Stillwater’s culture, education is highly valued by many Stillwater residents. Stillwater just broke the 50,000 mark for its population and is actually one of the fastest growing communities in Oklahoma. The middle school is the only one in Stillwater so every child in 6th and 7th grade walks its halls. Classroom sizes are fairly large (25-30) for our grade level.
Factors to take into account are student age (not over their head but not too simplistic), student demeanor, and relevancy of the material (does it relate to their lives?). We made a lesson that would challenge them and allow for creativity. We didn’t want to give them too many borders or boundaries so they could think outside the box and get original. Also, we wanted them thinking about a “real-world” problem, not just some abstract concept. Therefore, we had them engineering a problem for a developing nation, dealing with limited natural resources, this being straight from today’s headlines since this is obviously a global problem.If you can’t accurately assess what students learn, then you don’t know if you’re teaching them or just blowing hot air. Our pre- and post-tests are our formal assessment. Yet, the Glogster poster is yet another assessment to determine if they’ve mastered the Language Arts objectives we set out to cover. The rubric is designed so I know if they really understand the material. By discussing the concepts informally with them though, I know whether the class as a whole is “getting it”.
Objectives Documentation & Resources
www.glogster.com
www.rubistar.4teachers.org
www.googleearth.com
www.wikipedia.org
http://nces.ed.gov/nceskids/CreateAGraph/default.aspx
Math
Process:
Standard 1: Problem Solving
Standard 2: Communication
Content:
Standard 5: Data Analysis and Statistics
Social Studies Standards
Standard 1: The student will develop and practice the process skills of social studies.
2. Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer based technologies.
3. Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons.
Standard 2: The student will use geographic representations to draw conclusions.
3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.
Standard 3: The student will analyze selected cultures which have affected our history.
2. Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions.
Standard 4: The student will compare and contrast political and economic systems.
1. Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies).
2. Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies).
Assessment Plan
Documentation & Resources
PRE-TEST
5. What are some different types of averages you have used?
Formative Assessment
As I do with all my assignments, I am continually assessing the students’ efforts, their progress and if they’re learning it or not. I do this by observing, asking questions and having them reflect through journaling and reflecting. I ask the students how solving the problem of the bridge went, what happened and whether they had fun or not. Then, I started asking them about aspects of Language Arts, such as questions loosely based on the pre-test questions. I quickly realized that we needed to spend a little more time discussing the concepts covered in our module.
Post-Test
5. What are some different types of averages you have used?
Student Growth
I will use the graph that my students produce from
http://nces.ed.gov/nceskids/CreateAGraph/default.aspx to asses their growth.
My biggest need for adaptations concerns ADHD tendencies in multiple students. To combat this condition, I made the discussions lively, involving as many students as possible. Also, using technology like http://nces.ed.gov/nceskids/CreateAGraph/default.aspx allows the kids to use their technology skill. Several of my students are on IEP’s seem to be more successful with using the websites graph generator than they would be using paper and pencil.
Instruction:Rather than just standing in front of my room and lecturing the students, I ask them questions to find out what they know. Then we discussed possible answers to questions like the ones in the pre-test. We also talked about what we knew about bridges, experiences with bridges we’d had and then I told my awesome bridge joke. (just kidding)
Resources:
To research bridge design and history, we used www.wikipedia.org to read about the Brooklyn Bridge. Since they learned about the early history and all the different designs in social studies class, we focused on a famous specific American bridge. We discussed the difference between fiction vs. non-fiction and reading for information.
Activities: Pre-test, post-test, computer generated graphing, discussion
Assignments: The students created a graph using http://nces.ed.gov/nceskids/CreateAGraph/default.aspx . I gave them several days to work on it and graded it based completion and accuracy. After completion, they presented their date on a poster to the class.
-Determine which materials are best to support the cars.-Use materials available to construct a bridge that will not collapse.
-Use budgeting and math to purchase materials.
-Test the bridge to measure effectiveness of holding up various weights.
-Create a graph using http://nces.ed.gov/nceskids/CreateAGraph/default.aspx to persuade the nations that your prototype is the best for the contract.
-Collect and communicate data during presentation.
LCD Projector for display of Google Earth and PowerPoints.Various websites:
www.glogster.com (for the creation of digital persuasive posters)
www.toondoo.com (for the creation of political cartoons)
www.wikipedia.com (for research)
http://nces.ed.gov/nceskids/CreateAGraph/default.aspx (to create a graph)
Lesson Preparation:Lesson Procedures:
Introduction 10 minutes
Body
Conclusion
I always want my classroom to be a warehouse of fun and learning. Because of this, I always try to make my lessons interactive, varied and enjoyable. Obviously, my bottom line is student growth, but if they can have fun while learning, I feel I’ve done my job well. Knowing that 6th grade is a critical year in losing student interest, the bridge problem will actively engage them. Using technology to create assignments will prepare them for a future world and keep them hooked. Using the computer to research also reflects the future of finding information. Discussions rather than straight instruction engage the students and keep them from getting bored.Documentation & Resources
www.glogster.com
www.rubistar.4teachers.org
www.googleearth.com
www.wikipedia.org
http://nces.ed.gov/nceskids/CreateAGraph/default.aspx
First of all, we had to make some modifications from the original plan due to red tape within the district. The students were supposed to be using technology with the above-listed websites. We did use Rubistar to create a custom rubric so the kids would know exactly what to expect before completing the assignment. Yet, our computer filters would not allow the students to use Glogster for creation of their persuasive posters. So, we went 19th century again by using paper, markers and the chalkboard. I had most of my students create persuasive posters on the board (easy to display, fun to use although messy and good in a pinch since the computers were useless)Nearly all of the students managed to use the graphing website with some success. Areas that were assessed were entering the data in the correct order, determining the range of the data, and using appropriate units. Each person from every group did a graph to be used in the poster presentation. Overall, the students enjoyed using the graphing website and will probably use it in the future.
The students worked well together. Unfortunately I only saw them complete the individual task of graphing, but they all can contribute in their own way to group as a whole. Everyone was involved in the use of the computer and it was easier to assess them as individuals.The students were already somewhat familiar with a coordinate grid. However, they had not applied the learning to a set of data they themselves had created. I think that graphing the data had a huge impact on the visuals of how well there bridge had done. When I did the post assessment with the kids about 80% answered correctly. I had to prompt a few kids that might have had a hard time with the language of the questions.
The lesson that we constructed over the summer was a hit. The students enjoyed a more hands on lesson. I wish that I had been able to participate in every part of our lesson. I felt like I did not understand what outcomes my fellow team members wanted. I also didn’t know if I was sending the kids on with enough information for them to do the last part of the project. I think if we had been able to rearrange our schedule it might of worked better. I believe that team teaching is an enriching experience for the kids. I hope in the future we will be able to truly team teach.
I would like to be able to teach in the same room as my team mates. I think the kids would love to see how we bounce ideas off on another. I think they would also benefit from seeing how interrelated all of our subjects are.
I feel like I could always use more professional development. It is nice to meet with other schools and hear what new and exciting things they are doing. I also like the benefit of having the University so close. The enrichment that the professor and students offer use is refreshing.
My students enjoyed every aspect of the Bridging Nations project. I believe that if you make a project relevant and fun your students tend to learn more. I also believe that the best way to interpret what a child learned is through direct conversation. A child often can express their knowledge through direct conversation rather than a paper pencil test. Using presentations helps to bridge that gap. I believe that our students were able to really express their knowledge with the type of project we did.
Documentation & Resources
Attached.